AN INVESTIGATION OF THE WRITING STRATEGIES OF SENIOR HIGH SCHOOL STUDENTS IN THE PROCESS OF WRITING AN ANALYTICAL EXPOSITION TEXT IN ENGLISH AS A FOREIGN LANGUAGE :A Case Study in One Senior High School in Batam.

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TABLE OF CONTENTS

APPROVAL SHEET ... DECLARATION ... ACKNOWLEDGMENT ... ABSTRACT ... TABLE OF CONTENTS... LIST OF FIGURES ... LIST OF TABLES ...

CHAPTER I INTRODUCTION... 1.1Introduction ... 1.2The Purposes of The Study ... 1.3Research Questions ... 1.4The Significance of The Study ... 1.5The Definition of Key Terms ... 1.6The Organization of Thesis...

CHAPTER II REVIEW OF RELATED LITERATURE ... 2.1 An Overview of Analytical Exposition Text. ...

2.1.1 The Schematic Structure... 2.1.2 The Language Features ... 2.2 The Writing Process... 2.3 The Steps of the Writing Process ... 2.3.1 Prewriting ... 2.3.2 Drafting... Page ii iii vii ix x xiii xiv 1 1 4 5 5 6 7 9 9 13 17 27 32 32 33


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2.3.3 Revising... 2.3.4 Editing...

2.3.5 Publishing... 2.4 The Writing Strategies... 2.4.1 Rhetorical Strategies ... 2.4.1.1 Organizing ... 2.4.1.2 Cohessiveness... 2.4.1.3 Genre Awareness... 2.4.2 Metacognitive Strategies...

2.4.2.1 Planning... 2.4.2.2 Evaluating and Monitoring... 2.4.3 Cognitive Strategies...

2.4.3.1 Generating ... 2.4.3.2 Revising... 2.4.4 Social/Affective Strategies...

2.4.4.1 Reducing Anxiety ... 2.4.4.2 Drawing on Previous Experience... 2.4.4.3 Keeping High Motivation and Confidence...

CHAPTER III RESEARCH METHOD ... 3.1 Restatement of the Research Questions ... 3.2 Research Design... 3.3 Research Site and Participants ... 3.4 Data Collection ... 3.4.1 The students’ Written Texts... 3.4.2 Observation... 3.4.2 Questionnaire... 3.5 Data Analysis ... 3.5.1 Analysis of the Texts... 3.5.2 Analysis of Recorded Observation... 3.5.3 Analysis of the Writing Strategies...

34 36 37 38 40 40 41 42 44 45 46 48 48 49 50 50 51 52 54 54 54 56 57 57 58 59 61 61 61 62


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CHAPTER IV DATA ANALYSIS, FINDINGS, AND DISCUSSION... 4.1 The Schematic Structure of Students’ Texts... 4.2 Applying Appropriate Language Features ... 4.2.1 The Use of Simple Present Tense... 4.2.2 The Use of Human and Non Human Participants ... 4.2.3 The Use of Conjunctive Relations ... 4.2.4 The Use of Material, Relational, and Mental Processes ... 4.3 The Writing Strategies ... 4.3.1 The Strategies in Prewriting Stage... 4.3.2 The Strategies in Drafting Stage...

4.3.3 The Strategies in Revising Stage... 4.3.4 The Strategies in Editing Stage... 4.3.5 The Strategies in Publishing Stage... 4.4 The Classroom Ovservation Notes ...

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS... 5.1 Conclusions... 5.2 Recommendations...

References

Appendix 1 The Students’ Texts

Appendix 2 The Writing Strategies and Writing Process Appendix 3 Classroom Observation Notes

Appendix 4 The Participants’ Background

Appendix 5 The Participant Perception toward Writing Instruction Appendix 6 The Questionnaire

Appendix 7 The Observation Form

63 63 69 70 71 73 74 77 77 81 86 87 90 97 109 109 112


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LIST OF FIGURES

1. Figure 2.1 Example of Exposition Text 2. Figure 2.2 The Writing Process


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LIST OF TABLES

1. Table 2.1 Some Example Genres 2. Table 2.2 The Writing Strategies 3. Table 4.1 The Student’s Text #2

4. Table 4.2 The use of simple present tense in text

5. Table 4.3 The use of human and non human participants 6. Table 4.4 The use of conjunctive relations

7. Table 4.5 The use of material, relational, and mental processes 8. Table 4.6 The sample of the student’s text # 6


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1 CHAPTER 1

INTRODUCTION

This chapter presents the background to the study and some basic reasons

for investigating the students’ writing; the schematic structure, using appropriate

language features, and employing appropriate writing strategies in analytical exposition text. It also incorporates the next sections which simultaneously discusses about the purposes of the study, the research questions, the significance of the study, the definition of the key terms, and the organization of this thesis.

1.1 Introduction

The study about writing as a foreign language seems left behind compared with the study English as a second language. As English as a Second Language teaching develops more and more rapidly, an increasing number of linguists pay attention to research in the field of ESL writing strategies. They seek to develop an inventory of writing strategies and pedagogically use it as a guide in ESL writing to help students to improve their writing abilities (Wenyu & Yang, 2008).

Moreover, applied linguistics has been concerned with the development of writing skills for at least the past 50 years (Grabe and Kaplan, 1996: 1). There are at least three research approaches to writing with specific focuses; on the writing as a product, on the one as a process, and on the readers’ roles (Hyland, 2002: 5). However, novice writers seem to find difficulties in writing. One of the problems


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2 is that they lack sufficient knowledge about writing strategies and writing skills (Tompkins, 2008: 57).

Writing strategies, according to Tompkins (2008), are problem-solving behaviors that writers use thoughtfully and consciously. Furthermore, Tompkins states that writing strategies are ‘deliberate thinking procedures which writers use to solve problems that they encounter while writing’ (Collins, 1998 in Tompkins, 2008: 57). Even strategic writers commonly take a conscious and deliberate control of the writing process by applying several procedures. They select and use appropriate strategies, organize ideas for writing, monitor the development of their compositions, and revise their meaning as they refine their writing (Lewin, 1992; Paris & Jacob, 1984; Schmitt, 1990 in Tompkins, 2008: 57).

In teaching context of writing for Indonesian students, writing strategy may become a breakthrough for students in senior high schools to improve their writing competency. According to Graham (2006) that teaching adolescents the writing strategies appears to show a dramatic effect on the quality of students’ writing. Such writing strategy instruction involves explicit and systematic teaching steps necessary for planning, revising, and/or editing text. In addition, the ultimate goal of teaching writing strategies is to teach students how to use these strategies independently. Instead, teaching the writing strategy seems to be found effective for adolescents who have difficulties in writing process, and it is also a powerful technique for adolescents in general (Graham and Perin, 2007: 15).


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3 This study is an investigation of the writing strategies of the students of senior high school in the process of writing analytical exposition text in English as a foreign language. The writing strategies refers to the efforts of the students of senior high school in writing in which they employ some writing strategies such as metacognitive strategies, cognitive strategies, rhetorical strategies and affective/social strategies following what Mu and Carrington (2007) studied to the three Chinese students in writing strategies. Through the writing process, the students work conciously with their strategies such as planning, generating, organizing, drafting, revising, editing, and keeping high motivation and confidence with their writing. Instead, this study specifically identify the schematic structure and find out whether the students use appropriate language features in the texts.

A previous study on writing strategies was conducted by Torrance, et.al. (1989) involving the participants Graduate Research Students in Social Sciences. In that research, cluster analysis was used to identify three distinct groups of students in terms of writing strategies. Based on the strategies, then the students were grouped into “Planners”, Revisers”, and “Mixed Strategy” writers. It is found that working from a plan can be an effective strategy for some, but that planning is neither a necessary nor a sufficient condition for writing success. Subsequently, it can be inferred that planning does not constitute a single determinant factor in successful writing, but successful writing may involve some other aspects of writing strategies.


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4

In line with the relevance to the English teaching in Indonesia, the

present study is an endeavour to reveal the students writing correctly the schematic structure, to find out appropriate language features of analytical exposition text the students use, and what writing strategies the students employ during the writing processes.

Moreover, this study takes analytical exposition texts written by students in a senior high school as suggested by School-based Curriculum (2006). In such text, some writing aspects may have an overt contributive descriptions of students’ writing strategies, besides the ones revealed through observation and questionnaire. Another supporting reason of taking the text is that the expository texts provide students the ways of building knowledge of language use in written texts.

Regarding the research purposes and the investigation for the research problems, the present study employs some data collection techniques, i.e. questionnaire, observations, and collecting the texts as writing product. The texts are then analysed by identifying the schematic structure, the use of appropriate language features and classifying the writing strategies used by the students. These steps are intended to achieve the following purposes.

1.2 The Purposes of the Study

Based on those perspectives above, this present study has the following aims:


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5 2. To find out whether the students apply the appropriate language features in

analytical exposition texts.

3. To reveal the writing strategies employed by students in writing analytical exposition texts.

1.3 Research Questions

This study aims to address the followingresearch questions as follows:

1. Do the students write correctly the schematic structure of analytical exposition texts?

2. Do the students apply appropriate language features in their analytical exposition texts?

3. What writing strategies do the students employ in writing analytical exposition texts?

1.4 The Significance of the Study

The result of this study will be of great contribution to the following

aspects; the theory, practice, and profession. Firstly, for theoretical aspect, it is

hoped that these findings can give a contributive element for great theories of teaching writing in Indoensia.

Secondly, for the practice aspect, the students are able to write well the schematic structure and use the language features of analytical exposition text. Then, the students can consider the strategies to help themselves to develop their writing ability.


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6 Finally, for profession aspect, especially for teachers, these findings can be valuable as a refference in developing the teaching writing in English class.

1.5 Definiton of Key Terms

Definition key terms in the present study are as follows. Analytical Exposition Text is a kind of text which aims at convincing readers to the case in certain issue. Therefore, this text generally has an issue, a series of arguments, and conclusion or reorientation. The students of senior high schools commonly use it in English language learning, or other writing classes.

Writing process refers to several activities which students do in the process of writing. It consists of planning, writing, editing and publishing stages. It involves several activities; thinking, gathering, synthesising and organising, drafting, revising, and editing up to the final version of the writing.

Writing Strategies refers to problem-solving behaviors which writers use thoughtfully and consciously; they are ‘deliberate thinking procedures to solve problems in writing process’. They are in forms of ‘specific actions taken by learners to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations’. The strategies may also in the forms of memory, cognitive, compensation, metacognitive, affective, and social (Griffifths, 2008: 84).


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7 1.6 The Organization of this Thesis

This thesis is organised into five chapters, i.e. Introduction, Review of Related Literature, Research Method, Findings and Discussions, and Conclusion. Each chapter presents different topics and it goes into more detail sub-chapters with their specific discussions in such trackable way that readers will be able to follow the discussion easily. The following description is a detailed content of every respective chapters.

Chapter I, the Introduction, includes the background of this study, research on writing strategies, and teaching writing in Indonesian contexts. This chapter also includes the purposes of the study, the research questions, the significance of the study and the organization of the thesis as the preliminary introduction for the readers.

Chapter II, the Review of Related Literature, has primary three sections, i.e. An Overview of Analytical Exposition Text, Process of Writing, and Writing Strategies. The first section contains writing analytical exposition texts, with the focal discussion on schematic structure and the use of appropriate language features. The following section is the writing processes, i.e. prewriting, drafting, revising, editing, and publishing. The last section is the writing strategies which include the strategies on how the students produce the written texts.

Chapter III presents the research method, as a report how the study was conducted. This chapter consists of sub-chapters; restatement of the research questions, research design, research site and participants, data collection, and data analysis techniques. This study is designed to deeply explore the participants’


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8 actions, knowledge and skills in writing. This chapter also explains some consideration for the selection of research site and participants, the data collection techniques and analysis.

Chapter IV provides the data presentation and analysis, findings, and discussions. The chapter sections are divided into three, i.e. the schematic structure, language features, and writing strategies in writing processes. Therefore, there are data analysis, the findings, and the discussion in every section simultaneously.

Chapter V deals with the conclusions and recommendations. This chapter reminds the readers by presenting a brief description of the background of the study, the research questions, the main findings and conclusions. At the end of this chapter, some recomendations are proposed for the improvement of future research, particluarly on similar topics for other researchers. Then, there is also educational implication for teachers and students in writing English as a foreign language in Indonesia context.


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54 CHAPTER III

RESEARCH METHOD

This chapter discusses the method of the research. The sketch of methods is used as a guidance in conducting the research and getting intended data. There are five

major sections in this chapter; Restatement of the Research Questions, Research

Design, Research Site and Participants, Data Collection that consists of data

resources and procedures of data collection, and Data Analysis Techniques. The

Data are analyzed to answer the research problems

3.1 Restatement of the Research Questions

This study aims to address the followingresearch questions as follows:

1. Do the students write correctly the schematic structure of analytical exposition texts?

2. Do the students apply appropriate language features in their analytical exposition texts?

3. What writing strategies do the students employ in writing analytical exposition text?

3.2 The Research Design

This study is an effort to investigate the student ability in writing English. This study reveals how the student write the schematic structure and the use of appropriate language features in analytical exposition. Furthermore, this study


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also investigates students’ strategies in writing analytical exposition texts. It is designed as a case-study as ‘an instance in action’, it is a means of portraying what a particular situation is like by capturing the close-up reality of participants’ lived experiences and thoughts about a situation. It concerns with a rich description of events and it blends this descriptions with interpretive analysis that draws on participants’ own perspective (Hyland, 2002: 192).

The present study also belongs to a qualitative case study; it searches and analyses the data and samples in depth. Merriam (1988: 16) states that a qualitative case study is an intensive and holistic description and analysis. It is a different approach to research and, furthermore, the key issue is the selection of information, for while it may be useful to record typical actions, infrequent but critical incidents or events crucial to understanding. The case may also be highlighted by the researcher. Case-studies typically represent research in a publicly accessible form than other methods as they are often less dependent on specialised interpretation (Cohen, Manion and Morrison, 2000, as cited in Hyland, 2003: 192).

Based on the prospective above, therefore, the design of the present study is as a qualitative case study. It is intended to reveal some information on how students write the schematic structure, use of appropriate language features, and students’ writing strategies in writing analytical exposition text in English as foreign language.


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56 3.3 Research Site and Participants

This study was conducted in one senior high school in Batam. The school was chosen as the research site because of several reasons. First, this school employed a school-based curriculum of 2006 in which it provided teaching and learning English with several text types, one of them was analytical exposition text which is they focus in this study. Second, this school had a great attention to English language learning, so the teachers and students tried to improve their English. Finally, this school had good intake every year, so the assumtion that the students have good English proficiency. Therefore, the students could participate in this study to show their ability in writing and the strategies they used.

The participants were chosen as volunteers to take part in this study. There were eight participants taken as purposeful sampling. It was considered that those samples could give enough data to answer the research problems. It was in case, a small number of participants can be taken as long as they can give enough data for the purpose of the research. It was in line with related suggestions from Cohen and Manion (1994). In purposive sampling, researchers handpick the cases to be included in the sample on the basis of their judgement of their typicality. In this way, they build up a sample that is satisfactory to their specific needs (Cohen and Manion, 1994: 89).

The researcher had permission from the school principal to invite the participants. The researcher visited the classes of second year students and invited them to be volunteers in this study. There were eight participants; six volunteers were from natural science class and two were from social science class.


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The volunteers then followed the brief explanation about the objective of this study. They followed the scheduled sessions in a few days. When they understood what to do in this study, and they were ready to involve to work in this study.

3.4 Data Collection

Data resources were the students’ written texts, questionnaire, and classroom observation notes. The researcher collected the students’ written texts, then anlysed them in order to identify the student’s ability in writing analytical exposition text with its correct schematic structure and the use of appropriate language features. Then, it was hoped that the participants could give real information toward the writing strategies they used in writing by giving their response in questionnaires. And classroom observation notes were taken as resources of real situation and the nature behavior of the participants during the writing processes.

The details about data collection is going to be discussed in the following sections i.e. the Students’ Written Text, Questionnaire, and Observation.

3.4.1 The Students’ Written Texts

The students’ written texts were analytical exposition texts. The students were assigned to write analytical exposition texts which consist of correct schematic structure and appropriate language features. Regarding the schematic structure of analytical exposition, the students should write thesis, arguments, and reiteration


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in the texts. Whereas the use of language features, the texts should have simple present tense, the human and non human participants, conjunctive relation, and material, relational, and mental processes.

The students should complete the writing task whithin the time given in every stage of writing processes. For example, the time was available 60 minutes for the students to work in prewriting stage. The students should use the time effectively to do the writing. When the time was up, the students should collect the draft. There were some drafts in the prewriting and drafting stages. Then the students did revising and editing the drafts. The drafts which they produced in revising or editing stages were collected. At the end of writing process, the final texts were collected.

3.4.2 Observation

Classroom observation was done to take notes about how students write the analytical exposition text during the writing process. The position of the researcher in this study was as the non-participant observer. The focal points of the researcher’s observation were on the students behaviours and activities during the stage of writing; pre-writing, drafting, revising, and editing. While for the publishing stage, participants were asked to finish their final texts and gave freedom for them to create their own style and form of publishing. The participants were free to choose the media and where they like to publish their final texts. At the end, the participants were asked to collect their final texts.


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The choice of the observation activities in this study refered to Hyland (2003: 259), that direct observation methods attempt to bridge this gap by systematic documentation and reflection of participants engaged in writing and learning to write. This observation focused on the behavior of the students engaged in writing. The observer’s notes focus on the following activities such as gathering and organizing ideas, pouring out and shaping ideas, getting feedback and making substantive change, proofreading and correcting mechanical errors, choosing media, tools and sharing their writing.

3.4.3 Questionnaire

The questionnaire in this study was designed to collect information about the students’ writing strategies. The questions were set up based on the investigation point of writing strategies such as planning, generating, organizing, drafting, revising, evaluation and monitoring, their motivation in the writing porcess. The questions were devided into steps of writing process: pre-writing, drafting, revising, editing, and publishing stages. The questions are as in the followings:

In Pre-writing

Q1 What do you do in preparation of writing an analytical exposition? Q2 How do you find the topic?

Q3 What do you do immediately when you find the topic?


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60 In Drafting

Q1 When do you start to write the draft or plans of your writing? Q2 What do you write first in your draft or plans of your writing? In Revising

Q1 What do you do in revising? Q2 What do you focus on revising? In Editing

Q1 What do you do in editing? Q2 What do you focus on editing? In Publishing

Q1 What media do you like your writing to be published? Q2 Who do you like to read your writing?

Q3 What goal do you want to gain in publishing your writing?

The students gave responses to the questions regarding different writing strategies in different stages. The questionnaires were distributed when the participants finished their writing. The answers were immediately collected.

The reason of using questionnaire in this study was based on Jenkins, Jordan, and Weilan that using questionnaires were particularly useful for exploratory studies into writing attitudes and behaviors and for identifying issues that can be followed up later by more in-depth methods (Jenkins, Jordan, and Weiland, 1993 cited in Hyland, 2003: 254).


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61 3.5 Data Analysis

3.5.1 Analysis of Texts

There were two focal points in analysing the texts. First, the analysis of schematic structure refers to the organization of the text related to the schematic structure of an analytical exposition. The text should contained the thesis, arguments, and reiteration. Second, analysis of the use of appropriate languae features which refers to the components, i.e. the use of simple present tense, the use of human and nonhuman participants, the use of conjunctive relations, and the use of material, relational, and mental processes.

The results of these analysises could give the concrete features of the students’ ability and knowledge in writing correct schematic structure and the use of appropriate language features of the analytical exposition text.

3.5.2 Analysis of Recorded Observation

Analysis of data from classroom observation was done by taking the data which came from the researcher’s notes during the observation. The researcher observed the writing processes i.e. prewriting, drafting, revising, and editing stages. He took some notes as soon as the writing process started. Avoiding the missing recorded activities, then, the researcher watched carefully the participants’ activities during the writing process.

While writing, the participants spent about 60 minutes for each stage of writing process. The participants wrote analytical exposition text. All participants’


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activities in this classroom were also recorded by using digital video camera. This video recorded done in order the researcher could rewatch the process of writing.

3.5.3 Analysis of the Writing Strategies

Analysis of the writing strategies was taken from the data which comes from questionnaires. The writing strategies were the students’ efforts in writing processes. The data were classified into the strategies proposed by Riazi (1997); Wenden (1991). This writing strategy classification followed like what was used by Mu and Carrington (2007) in their investigation of the three Chinese students’ writing strategies. In this case, the students employed some writing strategies such as metacognitive strategy, rhetorical strategy, cognitive strategy, and affective/social strategy. The metacognitive strategy included its micro strategies; planning strategies, evaluating and monitoring strategies. For rhetorical strategy, it consisted of organizing strategies, cohesive strategies, and genre awareness. The next, cognitive strategy consisted of generating ideas, revising strategies and immitating strategies. And the last, social/affective strategies consisted of reducing anxiety, drawing on previous experiences, and keeping high motivation and confidence.


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109 CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter draws conclusion and recommendation. The conclusion section begins with a brief description of the background, the main findings, and conclusion. Some recomendations are proposed at the end of the chapter. The recomendations are intended for the improvement of future research for other researchers particluarly on similar topics. However, a summary of the main findings is sketched. The summary is based on the nature of the problems which were formulated in the study.

5.1 Conclusions

It is very difficult for many beginning writers to write because they have lack knowledge about writing process and few strategies and skills available to use while they are writing. This problem happen for most students of senior high school in Indonesia. They are not ready to do writing in English classroom because they are affraid of making many mistakes in grammar, vocabulary, and punctuation. Moreover, there are no strategies how to write well in writing tasks.

Regarding some problems the students have in writing at English classroom, this study was conducted. The aim of this study was to investigate the students writing strategies in senior high school in process of writing an analytical exposition text. The questions established for the purposes of the investigation were as follows:


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1) Do the students write correctly the schematic structure of analytical exposition texts?

2) Do the students apply appropriate language features in their analytical exposition texts?

3) What writing strategies do the students employ in writing analytical exposition texts?

A variety of approaches were adopted to collect accurate data. The participants were invited to participate in this study. As the purposeful sampling, there were eigth volunteers took part in this study. They were assigned to write analytical exposition texts. Their written texts were used as the primary data to be analyzed. Then, a classroom observation notes were taken to get the real situation of the writing process analytical exposition texts. Continuously, some open-ended questionnairs were distributed to the participants. The responses that were given to the questionnaires were analyzed in order to get the data about the writing strategies they employed in writing.

The major findings of this study are:

a. The students wrote correctly the schematic structure of analytical exposition text. The elements of schematic structure are Thesis, Arguments, and Reiteration. It seemed that the students understood about the schematic structure of this text type. In writing Thesis, the students could state their position or their point of view toward one issue. They started with interesting background and then arose the reader’s attention toward the issue.


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In writing arguments, the students then gave arguments supported with evidence. They elaborated some ideas and provided some evidence to support their arguments. And finally, in writing reiteration, the students restated the issue to remind the reader about the point of view that was stated in the Thesis. The students had appropriately good control of writing the schematic structure of analytical exposition texts.

b. The students used all language features successfully. The language features of analytical exposition texts are simple present tense, human and nonhuman participants, conjunctive relations, material, relational, and mental processes. They used appropriate tense in the texts; the simple present tense. They used human and non human participants; human, place and things. They used conjunctive relations which are known as internal conjunctive relations. Moreover, the students also used material, relational, and mental processes. The texts consisted of the verbs related the process systems. The Material processes which express the notion that some entity physically does something. While Relational processes involve states of being. And the last, Mental processes are the sensing; feeling, thinking and perceiving.

Regarding the writing strategies, the students employed metacognitive, cognitive, rhetorical, and social/affective strategies. The students employed various micro strategies such as planning, generating, organizing, drafting, revising, evaluating and monitoring. The students also used social affective


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strategies by keeping high motivation with their writing and enjoyed themselves during the process of writing. These strategies made them easy to plan, organize, draft, revise, edit, and publish their writing.

Finally, it is important to give the students understanding toward the process of writing and the strategies they employ in writing. By understanding the writing process and writing strategies, the students have a chance to develop their ability in writing. The writing is not only the product oriented but also the process itself.

5.2 Recommendations

The findings clearly demonstrate the students need to write correctly the schematic structure of analytical exposition text and also use appropriate language features in writing any kind of text types. These are useful for a better knowledge of writing to improve the student’s writing ability. Besides that, the knowledge about the writing strategies is important. These strategies will help them to solve their problems during the wiriting process.

This study also has important pedagogical implications for both students and teachers. Students improve their writing ability, particularly in writing analytical exposition texts. Meanwhile, teachers may have a better understanding of genre analysis and the writing strategies for the teaching writing context.

Although the present study suggests the analysis on the schematic structure and the use of appropriate language features is beneficial for the teachers


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113 and students, there are some important things that need further consideration for future research.

Clearly, additional research is necessary. Some approaches should be done to help the students improve their writing ability. The students of senior high school are potential enough to develop their writing ability. They need the knowledge of writing process and the writing strategies for developing their literacy understanding. The study on process approach and writing strategies are needed to do by the teachers in English classroom at school in Indonesia.

However, this present study has several limitations to reveal about the writing strategies of senior high school students in the process of writing analytical exposition text. The limitations of this study can be as follows:

1) The participants of this study were the purposeful sampling. It seemed that the participants of this study were few. The results of this study just exposed the capable student writers in the school in which the students had a better knowledge and had been familiar with writing activities at school.

2) The investigation of the writing strategies of senior high school in the process of writing analytical exposition text was interesting. However, this study was only focus on the strategies what Mu and Carrington (2007) had done. There were limited investigation questions to explore many more writing strategies the students employ.

Based on the limitation of this study, there are several recomendations for the future research.


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1) The future study should involve more text tpes and more participants The more participants might show different results from the various students. Or may be, there is another research design about the writing strategies and writing process.

2) The future study should observe the process of learning writing in EFL class. 3) The future researchers can also investigate whether the students use different

strategies in writing. There will be new findings about the student’s writing strategies.


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Herrero, A.H. (2007), Journal: A tool to improve students’ writing skills, Vol.7 No.1, 1-37, 2007. Accessed from internet: http://revista.inie.ucr.ac.cr, March, 2010.

Hill, S. (2006) Developing Early Literacy, Autralia: Eleanor Curtain Publishing. Hutchinson, E. (2005) Expository Writing, USA: Saddleback Educational

Publishing.

Hyland, K. (2002) Teaching and Researching Writing, England: Pearson Education Limited.

Hyland, K. (2003) Second Language Writing, Cambridge, Cambridge University Press.

Hyland, K. (2004) Genre and Second Language Writing. USA: the University of Michigan Press.


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118

Joyce, H. And Freez, S. (1998) Writing Skills, Australia: Phoenix Education Pty Ltd.

Kellogg, R.T. (2008), Training Writing Skills: A cognitive developmental perspective, Journal of writing research, 1(1), 1-26. USA: Saint Louis University.

Kroll, B. (1990) Second Language Writing; Research insights for the classroom, Cambrige: Cambridge University Press.

Khranke, K. (1987) Approaches to Syllabus Design for Foreign Language Teaching, New Jersy, USA.: Prentice Hall, Inc,

Martin J.R. and Rose, D. (2007), Working With Discourse, London: Continuum. Mc Carthy, M. and Carter, R. (1994) Language as Discourse, England: Longman

Group.

Metropolitan East Disadvantaged Schools Program (1988) Teaching Factual Writing. A Genre Based Approach. The report of the DSP Literacy Project Metropolitan East Region . Sidney.

Ming-Yueh Shen - Reading-Writing Connection for EFL College Learners’. Accessed in March, 201o, from internet: the EFL Journal, Vol. 11, issue 1, 2009.

Munday, J. (2001) Introducing Translation Studies; Theories and Application, USA: Reutledge.

Murray, D.M. (1982) Learning by teaching.USA: Boynton/Cook Publishers, Inc. Nunan, D. (1989) Designing Tasks for the Communicative Classroom,


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119

Nunan, D. 1988. The Learner-Centered Curriculum; A study in second language teaching, Cambridge: Cambridge University Press.

Oshima, A. & Hogue, A. (2007) Introducing to Academic Writing, USA: Pearson Education , Inc.

Oshima, A. & Hogue, A. (1983) Writing Academic English; A Writing and Sentence Structure Workbook for International Students, USA: Addison – Wesley Publishing Company.

PecCei, J.S. (1999) Pragmatics, London:Routledge.

Ravelli, L.J. and Ellis, R.A., (2004), Analysing Academic Writing, London: Continuum.

Richard, J.C. (2001) Curriculum Development in Language Teaching, Cambridge: Cambridge Language Education.

Richard, J.C. and Renandya, W.A. (2002) Methodology in Language Teaching, Cambridge: Cambridge University Press.

Richard, J.C. (2001) Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press.

Schaefer, E. (2008), Rater bias patterns in an EFL writing assessment. Accessed from internet in March, 2010. Language Testing, Vol. 25, No. 4, 465-493, 2008.

Shippen, M.E. et. Al. (2006), Using the expressive writing program to improve writing skills of high school students with learning disabilities, Journal ofDirect Instruction, Vol. 6, No. 1, 35-47, 2006. Accessed from internet, March, 2010.


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Silvia, P.J. (2007) How to write a lot, A Practical Guide to Academic Writing, USA: American Physicology Association.

Spear, K.(1988) Sharing Writing; Peer Response Groups in English Classes, USA: Heinemann Educational Books Inc.

Swales, J.M. and Feak, C.B., (2004) Academic Writing for Graduate Students: Second Edition, USA: Michigan University Press.

Talebinezhad, M.R. (2008) The effect of explicit teaching of concep mapping in expository writing on EFL students’ self-regulation, Accessed in March, 2010, from nternet: The Linguistics Journal, Vol.2, Issue 1, 69-90, 2008. Todd, L. (1987) An Introduction to Linguistic, England: Longman York Press. Tompkins, G.E. (2008) Teaching Writing; Balancing Process and Products, New

Jersey: Pearson Education, Inc.

Wenyu, L. And Young, L. (2008), Research on EFL Writing strategy using SRP: an empirical study in DUT, Accessed in March, 2010, from the internet: The Asian EFL Journal, Vol. 10, No. 2, 51-83, June, 2008.

Williams, J. (2005) Teaching Writing in Second and Foreign Language Classrooms, USA: The McGraw-Hill, Inc.

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Ya-Ling Wu- Language Learning Strategies Used by Students at Different Proficiency Levels. Accessed in March, 2010, from internet: the EFL Journal, Vol. 10, No. 4, 2008.


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Oshima, A. & Hogue, A. (2007) Introducing to Academic Writing, USA: Pearson Education , Inc.

Oshima, A. & Hogue, A. (1983) Writing Academic English; A Writing and Sentence Structure Workbook for International Students, USA: Addison – Wesley Publishing Company.

PecCei, J.S. (1999) Pragmatics, London:Routledge.

Ravelli, L.J. and Ellis, R.A., (2004), Analysing Academic Writing, London: Continuum.

Richard, J.C. (2001) Curriculum Development in Language Teaching, Cambridge: Cambridge Language Education.

Richard, J.C. and Renandya, W.A. (2002) Methodology in Language Teaching, Cambridge: Cambridge University Press.

Richard, J.C. (2001) Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press.

Schaefer, E. (2008), Rater bias patterns in an EFL writing assessment. Accessed from internet in March, 2010. Language Testing, Vol. 25, No. 4, 465-493, 2008.

Shippen, M.E. et. Al. (2006), Using the expressive writing program to improve writing skills of high school students with learning disabilities, Journal ofDirect Instruction, Vol. 6, No. 1, 35-47, 2006. Accessed from internet, March, 2010.


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Shokrpour, N. & Fallahzadeh, M.H. A Survey of the Students and Intern’s EFL Writing Problems In Shriraz University of Medical Sciences, downloaded sources from the EFL Journal, Volume 9, Number , 2007.

Silvia, P.J. (2007) How to write a lot, A Practical Guide to Academic Writing, USA: American Physicology Association.

Spear, K.(1988) Sharing Writing; Peer Response Groups in English Classes, USA: Heinemann Educational Books Inc.

Swales, J.M. and Feak, C.B., (2004) Academic Writing for Graduate Students: Second Edition, USA: Michigan University Press.

Talebinezhad, M.R. (2008) The effect of explicit teaching of concep mapping in expository writing on EFL students’ self-regulation, Accessed in March, 2010, from nternet: The Linguistics Journal, Vol.2, Issue 1, 69-90, 2008.

Todd, L. (1987) An Introduction to Linguistic, England: Longman York Press. Tompkins, G.E. (2008) Teaching Writing; Balancing Process and Products, New

Jersey: Pearson Education, Inc.

Wenyu, L. And Young, L. (2008), Research on EFL Writing strategy using SRP: an empirical study in DUT, Accessed in March, 2010, from the internet: The Asian EFL Journal, Vol. 10, No. 2, 51-83, June, 2008.

Williams, J. (2005) Teaching Writing in Second and Foreign Language Classrooms, USA: The McGraw-Hill, Inc.


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Willis, D. and Willis, J.(2007) Doing Task-based Teaching, Oxford: Oxford University Press.

Ya-Ling Wu- Language Learning Strategies Used by Students at Different Proficiency Levels. Accessed in March, 2010, from internet: the EFL Journal, Vol. 10, No. 4, 2008.


(1)

Emilia, E. (2008) Menulis Thesis dan Disertasi. Bandung. Alfabeta and UPI Press. Emilia, E. (2010) Teaching Writing: Developing Critical Learners, Bandung, Rizqi

Press.

Emilia, E. (2011) Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris: Petunjuk untuk Guru, Bandung: Rizqi Press.

Ferris, D.R. & Hedgcock, J.S. (2005) Teaching ESL Composition, New Jersey: Lawrence Erlbaum Associations, Inc.

Fitzpatrick, M. (2005) Engaging Writing; Paragraph and Essays, NY: Pearson Education, Inc.

Freedman, A. And Medway, P. (1994) Learning and teaching genre, USA: Boyntoon/Cook Publishers, Inc.

Feez, S. & Joyce, H. (1998) Writing Skills, Australia: Phoenix Education Pty Ltd. Grabe, W. & Kaplan, R.B, (1996) Theory & Practice of Writing , London:Wesley

Longman Limited.

Gibbos, P. (2002) Scafolding Language, Scafolding Learning, USA: Heinmann. Gill Philip, (2008) Adverb Use in EFL Students Writing, To appear in Proceedings of

EURALEX XIII International lexicography congress. This preprint available http://amsacta.cib.unibo.it

Graves, D.H.(1983) WRITING: Teachers & Children at Work, London: Heinemann Educational Books.

Grififths, C. (2008) Lessons from Good language Learning, Cambridge: Cambridge University Press.


(2)

Goatly, A. (2000) Critical Reading and Writing, London: Routledge

Halliday,M.A.K. (1985) Spoken and Written Language, Oxford: Oxford University Press.

Harmer, J. (2004) How to Teach Writing, England: Pearson Education Limited. Harmer, J. (2007) The Practice of English Language Teaching, England: Pearson

Longman Limited.

Hamzah,M.S.G. (2009), Analysis on metacognitive strategies in reading and writing among mMalaysian ESL Learners in four education institutions. Accessed from internet in March, 2010, Europian Journal of Social Science, Vol. 11, No. 4, 676-683, 2009.

Herrero, A.H. (2007), Journal: A tool to improve students’ writing skills, Vol.7 No.1, 1-37, 2007. Accessed from internet: http://revista.inie.ucr.ac.cr, March, 2010. Hill, S. (2006) Developing Early Literacy, Autralia: Eleanor Curtain Publishing. Hutchinson, E. (2005) Expository Writing, USA: Saddleback Educational Publishing. Hyland, K. (2002) Teaching and Researching Writing, England: Pearson Education

Limited.

Hyland, K. (2003) Second Language Writing, Cambridge, Cambridge University Press.

Hyland, K. (2004) Genre and Second Language Writing. USA: the University of Michigan Press.

Johns, A.M. (2002) Genre in the Classroom, USA: Lawren Erlbaum Associates. Joyce, H. And Freez, S. (1998) Writing Skills, Australia: Phoenix Education Pty Ltd.


(3)

Kellogg, R.T. (2008), Training Writing Skills: A cognitive developmental perspective, Journal of writing research, 1(1), 1-26. USA: Saint Louis University.

Kroll, B. (1990) Second Language Writing; Research insights for the classroom, Cambrige: Cambridge University Press.

Khranke, K. (1987) Approaches to Syllabus Design for Foreign Language Teaching, New Jersy, USA.: Prentice Hall, Inc,

Martin J.R. and Rose, D. (2007), Working With Discourse, London: Continuum. Mc Carthy, M. and Carter, R. (1994) Language as Discourse, England: Longman

Group.

Metropolitan East Disadvantaged Schools Program (1988) Teaching Factual Writing. A Genre Based Approach. The report of the DSP Literacy Project Metropolitan East Region . Sidney.

Ming-Yueh Shen - Reading-Writing Connection for EFL College Learners’. Accessed in March, 201o, from internet: the EFL Journal, Vol. 11, issue 1, 2009.

Munday, J. (2001) Introducing Translation Studies; Theories and Application, USA: Reutledge.

Murray, D.M. (1982) Learning by teaching.USA: Boynton/Cook Publishers, Inc. Nunan, D. (1989) Designing Tasks for the Communicative Classroom, Cambridge:


(4)

Nunan, D. 1988. The Learner-Centered Curriculum; A study in second language teaching, Cambridge: Cambridge University Press.

Oshima, A. & Hogue, A. (2007) Introducing to Academic Writing, USA: Pearson Education , Inc.

Oshima, A. & Hogue, A. (1983) Writing Academic English; A Writing and Sentence Structure Workbook for International Students, USA: Addison – Wesley Publishing Company.

PecCei, J.S. (1999) Pragmatics, London:Routledge.

Ravelli, L.J. and Ellis, R.A., (2004), Analysing Academic Writing, London: Continuum.

Richard, J.C. (2001) Curriculum Development in Language Teaching, Cambridge: Cambridge Language Education.

Richard, J.C. and Renandya, W.A. (2002) Methodology in Language Teaching, Cambridge: Cambridge University Press.

Richard, J.C. (2001) Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press.

Schaefer, E. (2008), Rater bias patterns in an EFL writing assessment. Accessed from internet in March, 2010. Language Testing, Vol. 25, No. 4, 465-493, 2008.

Shippen, M.E. et. Al. (2006), Using the expressive writing program to improve writing skills of high school students with learning disabilities, Journal ofDirect Instruction, Vol. 6, No. 1, 35-47, 2006. Accessed from internet, March, 2010.


(5)

Shokrpour, N. & Fallahzadeh, M.H. A Survey of the Students and Intern’s EFL Writing Problems In Shriraz University of Medical Sciences, downloaded sources from the EFL Journal, Volume 9, Number , 2007.

Silvia, P.J. (2007) How to write a lot, A Practical Guide to Academic Writing, USA: American Physicology Association.

Spear, K.(1988) Sharing Writing; Peer Response Groups in English Classes, USA: Heinemann Educational Books Inc.

Swales, J.M. and Feak, C.B., (2004) Academic Writing for Graduate Students: Second Edition, USA: Michigan University Press.

Talebinezhad, M.R. (2008) The effect of explicit teaching of concep mapping in expository writing on EFL students’ self-regulation, Accessed in March, 2010, from nternet: The Linguistics Journal, Vol.2, Issue 1, 69-90, 2008.

Todd, L. (1987) An Introduction to Linguistic, England: Longman York Press. Tompkins, G.E. (2008) Teaching Writing; Balancing Process and Products, New

Jersey: Pearson Education, Inc.

Wenyu, L. And Young, L. (2008), Research on EFL Writing strategy using SRP: an empirical study in DUT, Accessed in March, 2010, from the internet: The Asian EFL Journal, Vol. 10, No. 2, 51-83, June, 2008.

Williams, J. (2005) Teaching Writing in Second and Foreign Language Classrooms, USA: The McGraw-Hill, Inc.


(6)

Willis, D. and Willis, J.(2007) Doing Task-based Teaching, Oxford: Oxford University Press.

Ya-Ling Wu- Language Learning Strategies Used by Students at Different Proficiency Levels. Accessed in March, 2010, from internet: the EFL Journal, Vol. 10, No. 4, 2008.